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Copyright of GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective/Context: This article analyzes Gonzalo Fernández de Oviedo’s Historia general y natural de las Indias to evaluate the relationship between “sensitive experience” and “historical writing” in the context of the 16th-century construction of the Indian Chronicle. Methodology: The study develops a discursive analysis focused on the chronicle, understanding it as a product inscribed in a place of production that determines it in narrative terms. Here, the theories on the writing of history and the “Historical Experience” developed by Michel de Certeau and Frank Ankersmit are closely followed, allowing us to establish the discursive value of the “experiential” in the Oviedo chronicle. Originality: This study presents an alternative vision concerning the historiography focused on the chronicles of conquest, which has seen a sign of nascent modern scientism in Fernández de Oviedo’s work. By analyzing the chronicle from the perspective of the rhetorical discourse, the article questions its value as a source of “truths” about the process of conquest and colonization of America. This allows us to rethink the textual element, understanding it no longer as a “transmitter of experiences” but as the product of a “narrative experience” that transforms what is observed into discursive matter. Conclusions: Taking into account the above, we propose that the Historia general y natural de las Indias does not reveal “sensitive experiences” based on purely empirical acts but, on the contrary, constitutes a significant discourse of such “experiences.” The chronicler’s political vision and conditions are imposed here to turn reality into a rhetorical matter, giving life to an imperial-style discourse that establishes a narrative image of the New World experience. [ABSTRACT FROM AUTHOR]

This article analyzes the experience of childhood exile during the last Argentine dictatorship through two works by Laura Alcoba: "El azul de las abejas" (2014) and "La danza de la araña" (2018). These works allow for the analysis of the voice of the exiled woman and also that of her childhood, establishing a direct connection with Argentina's dictatorial past and the Southern Cone. The importance of representing childhood exile and how it is narrated after decades of silence through the learning of a foreign language in a distant country is highlighted. The text analyzes the use of autofiction in second-generation authors, relating it to the experience of being daughters of the disappeared during the dictatorship in Argentina. These authors use autofiction as a constant search for their origins and affiliations. The narrativization of the experience is presented as a link between testimonies and other discursive forms. Additionally, the "generational turn" is highlighted in which daughters reconfigure their own subjectivity through their narratives. On the other hand, the theme of exile and childhood is addressed in the works of Laura Alcoba, who narrates her experience as the daughter of Montoneros militants exiled in France. These works allow for reflection on exile as a form of "eradication of the subversive enemy" and the absence of exile narratives by women in the Western canon. The text analyzes the experience of childhood exile in two works by Laura Alcoba, "El azul" and "La danza". The importance of remnants from the protagonist's country of origin in her life is highlighted, such as her detained father's letters and her friend Amalia's stories. The narrator's overadaptation and agency in the midst of circumstances are mentioned. The impact of exile on identity and the construction of one's own memory is also addressed. The text discusses the experience of childhood exile in two works by Laura Alcoba. The concept of a "revolutionary family" is mentioned, referring to families whose ties are linked to political militancy. The communal life that occurred among the exiles and the importance of narration to shape and give meaning to the experience and recreate the past are highlighted. The displacement and "linguistic exile" that involves adapting to a new country and language are also mentioned. Finally, the importance of letters as objects that allow for the reconstruction of history and the presence of the absent is emphasized. The article analyzes the importance of letters as supports for memory and the material survival of exile. The possibility of configuring a "nomadic subjectivity" based on these remnants is highlighted, allowing for the delineation of new maps and cartographies of discontinuous times for surviving daughters. It is concluded that the works of the daughters emerge thanks to certain social and state political conditions that enable a listening and reception that did not exist before. These memorial narratives stand as another form of the political and contribute to the idea of collective memory. [Extracted from the article]

Copyright of Iluminuras is the property of Revista Iluminuras and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This work proposes a reading of the poetry-novel relationship in Juan José Saer as forms of reconstruction of memory, memories and reality in the description / estrangement contrast. Taking into account that for this author the definition of these genres is erased in the practice carried out by the subject, it is that we understand poetry and the novel as writing experiences where subjectivity looks for singularities in the order of form. This work analyzes the presence of the poetic as an aesthetic principle typical of Saer's universe, a principle that has led us to think of this work as a constant tension towards the interior of the novel form by virtue of the gravitation that poetry exerts on it as a principle compositional.

Resumo O conceito de experiência, conforme sugerido pelo pragmatismo, obriga a pensar a atividade conjuntamente com a passibilidade. O objetivo do artigo é fundamentar a centralidade desta última na criação artística e pensar sob que modalidades ela é vivida pelos pintores no gesto pictórico. A partir de uma pesquisa etnográfica efetuada numa instituição de apoio social e psiquiátrico onde decorre um ateliê de pintura com o fito de capacitar os seus utentes, concluímos que a passibilidade (i) pode voltar-se para o exterior durante o processo pictórico, ou (ii) para o interior, dando azo a um momento introspectivo que serve como mote para pintar. Demonstramos, assim, que passibilidade e atividade se encontram intrinsecamente acopladas na pintura.

O presente artigo relata a experiência, durante a atuação no Programa de Bolsas de Extensão (PROBEX) da Universidade Federal da Paraíba (UFPB), de desenvolvimento dos projetos “Saberes e Fazeres: as Ciências da Natureza no cotidiano de camponeses e camponesas agroecológicos da região da Zona da Mata Paraibana – Nordeste Brasileiro”, “Mobilização comunitária no Campo: Agroecologia como estratégia para fortalecer a Conservação e uso da Biodiversidade, no Município do Conde, Paraíba” e “Mobilização e Educação Popular: Ciências da Natureza e Sustentabilidade na Zona da Mata Paraibana”, realizados pelo Laboratório de Botânica Aplicada à Agroecologia (LABOAA) do Departamento de Sistemática e Ecologia (DSE) da UFPB, no período de março de 2020 a abril de 2022. O propósito de tais projetos foi o de promover o diálogo entre a comunidade acadêmica e os(as) agricultores(as) dos municípios paraibanos de Sapé, Conde e Cruz do Espírito Santo, de maneira a permitir, a partir da Educação Popular, não apenas a troca e a construção de saberes relacionados às Ciências da Natureza, mas também de sua aplicação na Agroecologia. Desse modo, este relato tem como objetivo compartilhar os aprendizados adquiridos e as limitações enfrentadas, ao longo dos referidos dois anos, concernentes à execução desses projetos no PROBEX/UFPB, durante a graduação no curso de Ciências Biológicas, a fim de promover a interdisciplinaridade com diversos cursos, departamentos e centros de ensino, além de com a própria comunidade externa.

Este ensayo explora el papel crucial de la experiencia en la interpretación arqueológica y su relevancia en la investigación científica del pasado. Destaco el análisis detallado de esta noción, a menudo pasada por alto en las discusiones filosóficas sobre el cono-cimiento arqueológico. La tesis principal sostiene que la experiencia, concebida como una acción que progresa a través de etapas de actos constitutivos controlados, desempeña un papel fundamental. El argumento central distingue la experiencia según la lógica de la investigación empírica de Dewey de las perspectivas pragmáticas en arqueología. Subrayo la necesidad de considerar la investigación arqueológica como una actividad dinámica y controlada en constante crecimiento. Expongo argumentos basados en el pensamiento de Dewey, destacando la importancia de regresar al pragmatismo clásico para obtener una comprensión más profunda del papel de la experiencia en la investigación arqueológica y su contribución al entendimiento del pasado.

En el presente artículo se propone el abordaje de la noción de experiencia, a partir del análisis centrado en las categorías construidas por Edward Palmer Thompson. Las reflexiones, parten de algunas preguntas iniciales sobre el sentido que asume la noción ¿Qué entiende por experiencia social?, ¿Cómo piensa el autor las dimensiones individuales y colectivas en el análisis que propone sobre la “experiencia”? Para responder dichos interrogantes, se contextualiza el planteo del autor en la producción teórica en el campo de las ciencias sociales contemporáneas y, específicamente, dentro de la tradición del pensamiento marxista. Este trabajo de reflexión teórico-metodológica se organiza en tres apartados. El primero, sitúa el problema de la escisión entre acción y estructura. Se mencionan las perspectivas, elaboraciones e intentos teóricos para evitar los análisis dicotómicos que mutilan y desvinculan las dimensiones que otorgan complejidad. En el segundo, se aborda especialmente la categoría analítica de experiencia. Se recuperan las principales reflexiones de E. P. Thompson sobre el concepto y sus planteos sobre la necesaria articulación de diferentes dimensiones en la construcción de la realidad social, política, económica, ideológica y cultural. Finalmente, en un último ítem, se exponen reflexiones finales y nuevas interrogaciones.

Este artigo tem o objetivo de problematizar algumas das dimensões a comporem a experiência citadina no transporte coletivo rodoviário da cidade do Rio de Janeiro, especificamente aquela marcada por reclamações, transtornos e resignação. Paralelamente, apresento como a crítica, entendida como dispositivo de contestação a uma dada realidade compreendida como injusta ou absurda, é formulada para qualificar o transporte como fenômeno problemático. A análise se fundamenta em queixas formuladas por usuários e publicizadas por um jornal local a respeito das mazelas vivenciadas no transporte. Demonstro como, ao longo de anos, a experiência de passageiros é marcada por um conjunto de problemas que se repetem, ao mesmo tempo que deixar de utilizar o serviço caracteriza-se como ação de desengajamento de pouco sucesso.

This article presents voices of those who participated in one of the conversations framed in the II Cycle of Conferences Webinars and Education: "Dilemmas of educational management and current emergencies", held in 2021 (UNQui- UNICEN).It is assumed that the cycle was an opportunity to analyze, in the context of the pandemic, the experiences lived from the stories of researchers and managers. The resonances allow identifying coordinates that can be taken by management, representing a possibility to review positions in the post-pandemic. The focus of the meeting was "Dilemmas of educational management at the initial level and current emerging ones", around which the perspectives of two provincial education managers and a researcher in the field converged. Updating views on the experiences in the territory allows us to raise the challenges that arise for the management of education in current times and propose new perspectives for the management of our educational systems. [ABSTRACT FROM AUTHOR]

Policy makers often struggle to adapt and respond to the uncertainties and ambiguities associated with new and emerging technologies. In such situations decision makers often widen their search for information and acquire more expertise in order to better define complex problems and to understand the potential consequences of proposed alternatives. I argue that acquiring information also carries social and symbolic value: having reports and other kinds of information provided to you signals that you are a policy maker important and influential enough to keep informed. The Office of Technology Assessment (OTA) provided the US Congress with nonpartisan reports on technology‐related issues from 1972 until 1995 when its funding was zeroed out. Using data on all OTA reports published from 1974 to 1995, I find evidence that, while almost every committee requested at least one report, the reports largely were concentrated among a few committees in each chamber. The committees more likely to request reports also tended to be lower in prestige among members; acquiring OTA reports thus helped raise the committee leaders' profile on science and technology‐related issues but was not directly related to the surrounding issue environment or immediate legislative efforts. OTA reports also were concentrated on a relatively small number of policy issues, which further suggests inequalities in the dynamics of expertise in policy making. [ABSTRACT FROM AUTHOR]

Copyright of Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud is the property of Centro de Estudiso Avanzados en Ninez y Juventud alaianza Cinde, Universidad de Manizales and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Drawing on the aesthetics of engagement proposed by the philosopher Arnold Berleant, this article sets out an environmental aesthetic approach to the human geographic debate about ruins. By adopting a relational understanding of self and world, the focus is on the immersive and multisensory experience of ruins including (im)material, bodily and cognitive accounts. Sensitive recording is introduced as a method to make experiences accessible in their situativity and fragility. Based on an empirical case study in the derelict Beelitz sanatorium in Germany, the article reveals three central qualities of experience that can be encountered in the ruins: emotive, challenging and irritating qualities. Such experiential qualities bring to light the significance of situative tensions at the threshold of absence and presence, past and present, familiar and unfamiliar, or vitality and lifelessness. By describing such tensions, we gain greater insight into the disruption of the familiar. Therefore, we can assess the emergent qualities of experience with the concepts of ‘haunting’ and ‘uncanny’. Furthermore, we discover that encounters with the derelict place reveal qualities of wellbeing and connectedness. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Se trata de la condición límite de la Educación em Dewey, en el cuadro contemporáneo de la crisis de la Democracia. Trae como puntos de fondo: la importancia de la Democracia para la formación del ciudadano y el desafío se coloca alrededor de la experiencia de la crisis de la Democracia. Tiene como circunscripción temática las obras del autor, que a pesar de especulativas y de carácter teórico, ofrecen pensar la condición límite del principio básico de la experiencia, presupuesto a la propuesta de una educación democrática, en aquello que concierne al eje de articulación de las diferentes instancias, que tienen como referencia la Democracia y su participación en la formación del ciudadano. De esa forma, se tiene por objeto de discusión de fondo de la crisis actual de la Democracia, el abordaje del criterio democrático presupuesto a la formación educacional del ciudadano, situado en el cuadro experiencial de la comprensión de la educación, como una necesidad de la vida social y del ideal democrático sobreentendido. [ABSTRACT FROM AUTHOR]

The present reflection is based on the idea that all matter is subject to movement and therefore is also subject to change. Thus, the question arises if is possible to consider the text as matter, it can behave in the same way, that is, show itself conditioned by the processes of alteration, change and subordinate to human experience. According to the above, it would be necessary to contemplate the possibility of a relative stability in the textual structures and the knowledge they support and review concepts that point to certain textual statutes that are unalterable in the face of the need of culture to preserve regulations, values and consensus, for example: textual longevity. This would explain the phenomenon of change in languages, narratives and later cultural transformations and that under a structural linguistic paradigm would be difficult to clarify. [ABSTRACT FROM AUTHOR]

This article explores the connections that can be established between Walter Benjamin's aesthetic theory and John Dewey's aesthetic theory. To make this comparison, we first analyze Dewey's approach to the notion of aesthetic experience as a way of reconnecting the realm of art with everyday life, and then we study different texts by Walter Benjamin in which he suggests a form of aesthetic experience based on avant-garde art. This work hypothesizes that in both authors the notion of aesthetic experience is understood similarly and answers common problems concerning the place of art in the modern world. [ABSTRACT FROM AUTHOR]

Copyright of Imagens da Educação is the property of Universidade Estadual de Maringa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación y Humanismo is the property of Universidad Simon Bolivar and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Lingüística y Literatura is the property of Universidad de Antioquia, Facultad de Comunicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

El presente ensayo ofrece una reflexión crítica de carácter onto-epistemológica y decolonial en torno a la producción de conocimientos en general y en la arquitectura en particular, tomando el cuento Prosa del observatorio de Julio Cortázar (1972/2018) como catalizador de la reflexión. En un intento de aproximación a la pregunta que plantea este número de la revista A&P Continuidad, el ensayo analiza y propone puntos de contacto interculturales entre formulaciones epistemológicas y ontológicas tanto tradicionales como contemporáneas, desplazando consideraciones rígidas de “lo nuevo” o “lo viejo” en la producción de conocimientos. El interés del ensayo no es dar una respuesta fácil a la pregunta, sino provocar una incomodidad que permita observar las intenciones políticas e ideológicas que han dado y dan origen, sentido y direccionalidad a las formulaciones onto-epistemológicas. De este modo, el ensayo sugiere múltiples preguntas, sobre todo acerca de las relaciones de poder implícitas en las diversas formas de entender la producción de conocimientos (conceptos, procedimientos y protocolos). Es decir, se invita a visualizar el impacto y las consecuencias sobre la vida humana y no humana que se ponen en juego con cada elección de un aparato onto-epistemológico determinado para el despliegue disciplinar en este caso, para la arquitectura.

Una de las estructuras con mayor incidencia en cuanto a su lesión es el ligamento cruzado anterior. Estas lesiones son más frecuentes en deportistas que a menudo realizan deportes que involucran movimientos de desaceleración, freno, salto y torsión. La reconstrucción del ligamento cruzado anterior (LCA) es uno de los procedimientos más realizados en las cirugías de la rodilla. La investigación fue de tipo retrospectivo, de corte transversal y descriptivo y se realizó en el CMDT durante el período desde enero del año 2017 hasta octubre del año 2024 El 61,9% de los pacientes tuvo evolución satisfactoria, un 38,1% presentó inestabilidad residual o fallo de la reconstrucción ALL. La edad predominante fue de 31 a 50 años con un 27,3%. El género que predominó fue el masculino con 66,7%, el lado más afectado fue el izquierdo con 58,3%. La escala funcional de Lyshoml alcanzó un valor de 0,895 pero no fue tan significativa con respecto al valor anterior. La escala Eva obtuvo un valor postoperatorio de 0,501 que aunque está por encima del valor esperado, no es tan significativa con respecto al valor anterior. Se concluye que el mayor porcentaje de pacientes sometidos a reconstrucción del ligamento anterolateral de la rodilla, evolucionaron satisfactoriamente, la funcionalidad se midió con la escala Lyshoml y la intensidad del dolor con la escala EVA, ambas rportaron variaciones pero no fueron significativas como se esperaba. No se observaron pacientes que fueran reintervenidos por inestabilidad residual o fallo de la reconstrucción del ligamento anterolateral de la rodilla.

Este artigo pretende analisar as críticas feitas por Antônio Vieira aos teólogos europeus sobre temáticas americanas. À certa altura de sua última obra, a Clavis Prophetarum, Antônio Vieira desenvolveu profundos questionamentos à teologia e aos teólogos que escreviam da Europa sobre assuntos americanos. Por um lado, poder-se-ia encarar suas críticas como um mero recurso retórico do exímio orador Antônio Vieira. Por outro, seria possível interpretá-las como uma crítica avant la lettre ao posicionamento eurocêntrico. Ao contrário dessas interpretações, a proposta deste artigo é tornar a crítica de Vieira à teologia europeia inteligível a partir de sua trajetória biográfica-intelectual e da linguagem teológica de seu tempo. Abordaremos sua crítica em três aspectos: o temporal, o espacial e o teológico. Com isso, pretendemos compreender de maneira mais abrangente o que significava criticar os teólogos europeus no século XVII a partir da obra de Antônio Vieira.

Objetivou-se analisar o funcionamento do dispositivo de iniciação à docência na produção de discursos, subjetividades e os efeitos para a experiência da supervisão pibidiana de Biologia. Foram consultados documentos produzidos por supervisores/as, sob a análise do discurso. Produziram-se discursos da aprendizagem pelo uso de práticas experimentais de laboratório; da incerteza; dos métodos de trabalho; do aperfeiçoamento docente. As subjetividades requereram tipos de profissionais heroicos/as, guerreiros/as, superadores/as de dificuldades e não-cômodos. O dispositivo criou uma racionalidade que não fortalece condutas contrárias ao que foi instituído, exerceu a função de selecionar e ensinar o que os sujeitos devem praticar e dizer para se reconhecerem como docentes supervisores/as e a experiência pedagógica não foi operacionalizada como algo inusitado e transformativo.

Este manuscrito analisa a aplicabilidade do gênero playlist musical, por meio de podcast, em uma sala de aula de um curso de Licenciatura, mais precisamente no componente Oralidade, em uma universidade pública do interior da Paraíba. Trata-se de uma pesquisa ação, portanto qualitativa, de natureza descritiva e exploratória, que analisou, a partir das escolhas musicais de seis alunas, na faixa etária entre 21 e 24 anos, de que forma e em que níveis tais escolhas impactaram suas vidas, no confronto entre as experiências vivenciadas com as músicas selecionadas. Amiúde, pretende-se: a) categorizar, com base nos depoimentos colhidos, em função das escolhas musicais, as diferentes experiências com base nas memórias relatadas; e b) analisar os eventuais impactos das experiências elencadas nos comportamentos das colaboradoras com base nas categorias acima elencadas. As bases teóricas se ancoram em Benjamin (1994; 2021); em Orlandi (2007) para tratar das múltiplas formas de silenciamento; e em Le Goff (1990) para as perspectivas de memória e história. Alguns resultados chamam atenção nas escolhas: a) as angústias e incertezas que a maioria vivenciou durante a pandemia da Covid-19; b) as paixões amorosas; c) traumas de infância, abuso sexual por exemplo; e d) doces viagens imaginárias na infância.

Como seria pensar a educação não a partir da relação entre ciência e técnica e/ou teoria e prática, mas visando o par experiência e sentido? Tendo em vista que a análise de textos filosóficos, literários e a reflexão sobre sua própria experiência como professor são os eixos da experiência intelectual de Larrosa, encontramos uma discussão em torno dessa proposta na reflexão teórica de autores como Benjamin e Heidegger. Posteriormente, em um diálogo com a obra de Arendt, visando uma concepção de escola que pensa o comum e a capacidade de as novas gerações renovarem o mundo, Larrosa inova nossa possibilidade de pensarmos a concepção de experiência na escola ao insistir que se deve dar autoridade ao mundo, à tradição (restaurando a ideia de autoridade – não no sujeito e nem no professor). Entretanto, o que a experiência nos permite pensar, dizer, fazer no campo pedagógico?

Esta investigación, permite entender los métodos de estudio innovadores en la academia. Su objetivo expone la creatividad como potencializadora en el aprendizaje experiencial. Desde una metodología cualitativa, con entrevistas a profesionales y encuestas a estudiantes de pregrado en diferentes universidades. Se identifica que la presencia de actividades novedosas, alcanzan mejores resultados y apropiación del conocimiento. Los resultados permiten presenciar diferentes culturas en las aulas, progresando en la combinación de vivencias, con reflexiones reflejadas en la comprensión del entorno y aprendizaje.

La publicación del cuarto y último volumen de la Historia de la sexualidad viene a llenar una larga espera, pero, sobre todo, ella permite tener por fin una visión de conjunto del último gran proyecto histórico-crítico de Michel Foucault. En el presente trabajo quisiera mostrar que con la publicación de Les aveux de la chair (Paris, 2018) se vuelve posible comprender una serie de dificultades que han sido planteadas por los especialistas relativos al “giro” foucaultiano, a partir de los años 1980, hacia una reintegración de la experiencia en el análisis. En particular, quisiera aquí defender que lo que Foucault llama “la experiencia de sí”, bajo la figura particular de la experiencia moral de la sexualidad, no será concebida ni por referencia a un sujeto, ni por referencia a un objeto (ni tampoco de manera “intersubjetiva”), sino como la formación de un a priori histórico: el de la experiencia de la carne como transformación de sí.

En Las confesiones de la carne Foucault define la carne cristiana como una experiencia histórica en la que se desarrollan prácticas en función de las cuales los individuos pueden modificarse a sí mismos. ¿Sobre la base de qué elementos Foucault construye este enfoque de la carne cristiana? Nuestra hipótesis es que la definición de la carne como una “experiencia” supone una articulación entre algunas nociones propias del estructuralismo —estructura y sistema— y el enfoque de la “experiencia interior” elaborado por Georges Bataille. De este modo, la carne reedita los intentos de elaboración conceptual de la “experiencia” que Foucault había desplegado en los años sesenta. Sin embargo, al definir a la carne como una experiencia de transformación de sí mismo, Foucault introduce una modificación notable respecto al estatus del sujeto. Dicha modificación suscita algunos interrogantes que, a nuestro juicio, permanecen aún abiertos.

As práticas pedagógicas, construídas de forma hegemónica e padronizada, podem ter um impacto significativo na vida das pessoas, sobretudo na relação linguagem e saber (Baptista, 2022; Santos; Santana, 2022; Couto; Jovino, 2022; Pinheiro; Lacerda; Coelho, 2022). Com base nos princípios da pesquisa qualitativa e interpretativa (Denzin; Lincoln, 2006; Moita Lopes, 2004), este artigo tem como objetivo discutir como as práticas pedagógicas de leitura apagam o conhecer e como esse apagamento tem implicações na relação “sujeito-leitor”, que é, por conseguinte, condicionada a atitudes de colonialidade linguística (Baptista, p. 54). Como contributo, os resultados do estudo demonstram o quanto: (a) a leitura requer mudanças de paradigmas em termos da relação ensino-aprendizado e (b) o transitar em relação à leitura relaciona-se às práticas de resistência, a um agir político (Moita Lopes; Pinto, 2020) num jogo em que o discurso como prática faz circular sistemas de invisibilidades e seus efeitos de separação (Foucault, 2016).

Resumo O artigo discute o tema do conhecimento pático, enunciado por Félix Guattari, que trata de saberes e aprendizados da ordem das sensações, ambiências e atmosferas. Em ressonância com o método da cartografia, que supõe o pesquisador imerso na problemática investigada, nesta pesquisa um procedimento expressivo possível se deu por meio da produção de narrativas que capturam pequenas cenas e expressam brechas sensíveis, interstícios afetivos, atmosferas páticas em experiências de formação em psicologia. Com a aposta em acompanhar climas e escrever com acontecimentos vivos, incidiram questões do pensamento contemporâneo que problematizam o superinvestimento na racionalidade tecnicista, nos protocolos e na transformação da noção de experiência em comportamento apresentado. Assim, pôde-se sustentar o patos como possibilidade de preensão de complexidades frequentemente reduzidas à mera psicologia individual, contornadas pela ciência positivista e pelas políticas de subjetivação capitalísticas. Não há, enfim, pretensão de encerrar a temática e propor respostas, mas de, através de aproximações e distanciamentos na formação, compor ferramentas vivas, geralmente colocadas entre parênteses, experimentações.

El presente estudio tiene la finalidad de conocer e interpretar las experiencias de dos alumnos de preparatoria, participantes en el concurso nacional de aparatos y experimentos de física a través de su trayecto formativo; desde donde se promueve la motivación, sistematización y profundización de los saberes en el ámbito del desarrollo de un aprendizaje constructivista, sobre el conocimiento desarrollado en los participantes durante su actividad en el concurso. Los datos fueron recolectados mediante entrevista semiestructurada. Entre los resultados se destaca la experiencia de los participantes reflejando actitudes positivas frente al estudio de la física y la importancia de promover procesos de crecimiento personal mediante la interacción en el proceso de enseñanza y aprendizaje a través de concursos promovidos por las instituciones educativas.

Em se tratando das qualificações, a partir da realidade prática, os profissionais estão diretamente em contato com o cotidiano do trabalho em saúde. Para o desenvolvimento deste estudo, optou-se pelo delineamento metodológico caracterizado como descritivo, do tipo relato de experiência. Inscreve-se, nesta linha, a pesquisa-ação, visto que associa a pesquisa à ação/prática, com o propósito de descrever a vivência de um residente em saúde coletiva, bem como a atuação em campo, externa ao município de Uberlândia. Durante a experiência, na atenção primária, foi possível compreender o processo de trabalho e identificar o modo como a assistência de enfermagem estava sendo concebida. A experiência nesses campos de práticas proporcionou-me uma vivência dinâmica e desbravadora, pois concedeu-me uma atuação enriquecedora, prazerosa e estimulante. É primordial a construção dos laços afetivos e de confiança, já que inúmeras histórias de vida, individuais, coletivas e familiares são entrelaçadas à nossa prática, haja vista a forma como os atendidos procuram os residentes não só para tratar os agravos contemplados por cada especialidade, mas para buscar conselhos, superar as dificuldades do dia a dia e investir na promoção da saúde.

Special Education in Mexico has neglected the human body in the educational process, the body of the people it serves, the body of the teacher in training, and the body of the trained teacher; with this carelessness go those biological attributes that the human body has to interact with the instability of the real, such as experience. The present work presents a characterization of the experiential human body to explore its explicit presence in the Study Plan of the Bachelor's Degree in Special Education 2022, proposed by the New Mexican School which has integrated the 2004 and 2018 Study Plans. The experiential body is a theoretical construction from physical anthropology and other disciplines such as philosophy, sociology, social anthropology, history, and pedagogy, it recovers experience as a biological attribute of the human body in order to show that the human body is indispensable in the production of knowledge and therefore is not alien to education and particularly Special Education; by working with it implicity, as is the case with the 2022 curriculum, we neglect the most important element with which teachers in Special Education work. [ABSTRACT FROM AUTHOR]

Copyright of Aufklärung: Revista de Filosofia is the property of Aufklarung: Revista de Filosofia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article presents the results of the master's research, aiming to understand how photography participates in the initial training of teachers at a state university, located in the interior of Bahia. From a qualitative perspective, the descriptive research used the device of Experience Groups (EGs), in which data and information were produced on how the students related to photography in its dimension of production and reception. The data produced in the field were analyzed based on the contributions of philosophical hermeneutics. In view of the massive and automated use of photography today, it is understood that the experience with photography in its dimension of production and reception can be a formative experience in the sense of placing the interpreter in relation with their life stories, offering other horizons of the world capable of updating prejudices towards the construction of inventive/invented existentialities. In view of this, how can photographic polysemy forge a pedagogy of experience-formation? [ABSTRACT FROM AUTHOR]

This research article analyses the emotional management of 46 teachers in the department of Boyacá (Colombia) according to their level of professional teaching experience, from the theoretical perspective of Mayer and Salovey's emotional skills. It uses a descriptive-comparative process with different perspectives across three stages: quantitative, qualitative and mixed. It also utilizes the MSCEIT emotional intelligence questionnaire, a semi-structured interview, and an observational analysis. The results show competent development of teachers' emotional skills, but with statistically significant differences in emotional management by experience. The teachers also mention in their narratives that the emotional management that occurs in school interactions and in the educational process has two facets: difficulties and positive emotional management. Similarly, the gestures that are part of non-verbal emotional communication that supports this skill are established. Therefore, it is concluded that emotional management as a skill decreases as experience increases, given that emotional experiences in the classroom generate stress, emotional exhaustion, and even leaving the profession. [ABSTRACT FROM AUTHOR]

Copyright of Recherches en Sciences de Gestion is the property of ISEOR and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pós: Revista do Programa de POS-Graduacao Em Artes - EBA/UFMG is the property of Pos - Programa de Pos-graduacao em Artes (PPG-Artes) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of the study is to analyze the Ukrainian experience of the introduction of innovative, information digital technologies in the educational process of elementary school in the conditions of Russia's large-scale military invasion. The study was conducted based on an experiment in which it was possible to prove the effectiveness of the use of innovative, information, digital technologies in the use in the elementary school. The results substantiated the benefits of using these technologies under martial law. It was proved that the productivity of learning in the experimental group increased by 15%, that is, thanks to the measurements of assessments it was possible to confirm the effectiveness of the appeal to innovative teaching methods. The conclusions note that the formation of these skills as the Russian invasion continues will be a relevant problem for future research. [ABSTRACT FROM AUTHOR]

From critical ethnography as a transmethod where reflexivity becomes self-reflexivity and ethnography autoethnography, with the collaboration of researchers from Venezuelan, Ecuadorian, Spanish, Colombian and Brazilian universities, planetary-complex decolonial transmethods are analyzed as a formality in university research on experiences in re-ligations. With the liberation of the unrestricted, colonial fixed methodical and of the researcher subject, after the complex analysis of the contributions we conclude that the transmethods enrich the s-knowledge; because the entities of complexity are immense balconies to look at the whole. For this reason, the fixed categories imposed to investigate are destabilized; breaking the discourse decolonizing the essential rhizomes on a planetary level so that complex worldviews and ways of transdisciplinary are being investigated, innovating, decolonizing, seeking instruments to circumvent colonial epistemes to go to transepistemes than in University Education. Here is the great utility in postgraduates. [ABSTRACT FROM AUTHOR]

Copyright of Ciencia y Educación (2707-3378) is the property of Duanys Miguel Pena Lopez and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos, Revista de Ciencias Administrativas y Económicas is the property of Universidad Politecnica Salesiana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)